Education for decolonization
Any society that intends to change the course of history, against the established order, must assume the conviction of creating a new theoretical scheme to write a history from its praxis understanding the historical-social reality in particular; therefore, the decolonization of thought is part of t...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia - UPTC
2021
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| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/view/13394 |
| _version_ | 1801706693943361536 |
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| author | Mendoza Alba, César Augusto Rodríguez Rincón, Daniel Fernando |
| author_facet | Mendoza Alba, César Augusto Rodríguez Rincón, Daniel Fernando |
| author_sort | Mendoza Alba, César Augusto |
| collection | OJS |
| description | Any society that intends to change the course of history, against the established order, must assume the conviction of creating a new theoretical scheme to write a history from its praxis understanding the historical-social reality in particular; therefore, the decolonization of thought is part of the overcoming of common sense aligned to the dynamics of teaching and learning engaged in education and is presented as an alternative to consciously influence reality, from a transformative social action and prefigured by the protagonists of the change of structure generating a critical thinking and alternative pedagogies. In a society that limits, more and more, the possibilities of acting for the common good are vital coexistence in solidarity to achieve life in peace and in a relationship of balance with the territories where they live generating educational strategies unrelated to the historical imposition of thought in the academic and educational cloisters. The recognition of the historical-cultural diversity existing in the world and the different meanings of history, expressed in different worldviews of ways of organizing and living in society, allows us to value the coexistence of communities and people that share habitats and territories and that articulate among them to cooperate with each other, complement each other and exchange resources and capacities, in a relationship of reciprocity oriented, decolonized thinking and harmony among all people within predefined social contexts based on critical educational strategies. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-13394 |
| institution | Revista Ingeniería, Investigación y Desarrollo |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia - UPTC |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-133942022-06-16T16:24:26Z Education for decolonization EDUCACIÓN PARA LA DESCOLONIZACIÓN Mendoza Alba, César Augusto Rodríguez Rincón, Daniel Fernando decolonization thought history education worldview descolonización pensamiento historia educación cosmovisión Any society that intends to change the course of history, against the established order, must assume the conviction of creating a new theoretical scheme to write a history from its praxis understanding the historical-social reality in particular; therefore, the decolonization of thought is part of the overcoming of common sense aligned to the dynamics of teaching and learning engaged in education and is presented as an alternative to consciously influence reality, from a transformative social action and prefigured by the protagonists of the change of structure generating a critical thinking and alternative pedagogies. In a society that limits, more and more, the possibilities of acting for the common good are vital coexistence in solidarity to achieve life in peace and in a relationship of balance with the territories where they live generating educational strategies unrelated to the historical imposition of thought in the academic and educational cloisters. The recognition of the historical-cultural diversity existing in the world and the different meanings of history, expressed in different worldviews of ways of organizing and living in society, allows us to value the coexistence of communities and people that share habitats and territories and that articulate among them to cooperate with each other, complement each other and exchange resources and capacities, in a relationship of reciprocity oriented, decolonized thinking and harmony among all people within predefined social contexts based on critical educational strategies. Cualquier sociedad que pretenda cambiar el rumbo de la historia, en contra del orden establecido, debe asumir la convicción de crear un nuevo esquema teórico para escribir una historia desde su praxis entendiendo la realidad histórico-social en particular; por ende, la descolonización del pensamiento forma parte de la superación del sentido común alineado a las dinámicas de enseñanza y aprendizaje entabladas en la educación y se presenta como alternativa para incidir conscientemente en la realidad, a partir de una acción social transformadora y prefigurada por los sujetos protagonistas del cambio de estructura generando un pensamiento crítico y pedagogías alternativas. En una sociedad que limita, cada vez más, las posibilidades de actuar por el bien común resultan de vital la convivencia solidaria para lograr la vida en paz y en una relación de equilibrio con los territorios donde se habita generando estrategias educativas desligadas a la imposición histórica de pensamiento en los claustros académicos y educativos. El reconocimiento de la diversidad histórico-cultural existente en el mundo y los distintos sentidos de la historia, expresados en cosmovisiones diferentes de modos de organizarse y vivir en sociedad, permite valorar la coexistencia de comunidades y pueblos que comparten hábitats y territorios y que se articulan entre ellos para cooperar mutuamente, complementarse e intercambiar recursos y capacidades, en una relación de reciprocidad orientada a la educación, el pensamiento descolonizado y armonía entre todas las personas dentro de contextos sociales predefinidos basados en estrategias educativas críticas. Universidad Pedagógica y Tecnológica de Colombia - UPTC 2021-09-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/view/13394 10.19053/1900771X.v20.n2.2020.13394 Ingeniería Investigación y Desarrollo; Vol. 20 No. 2 (2020): Julio - Diciembre; 144-155 Ingeniería Investigación y Desarrollo; Vol. 20 Núm. 2 (2020): Julio - Diciembre; 144-155 2422-4324 1900-771X spa https://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/view/13394/10890 |
| spellingShingle | decolonization thought history education worldview descolonización pensamiento historia educación cosmovisión Mendoza Alba, César Augusto Rodríguez Rincón, Daniel Fernando Education for decolonization |
| title | Education for decolonization |
| title_alt | EDUCACIÓN PARA LA DESCOLONIZACIÓN |
| title_full | Education for decolonization |
| title_fullStr | Education for decolonization |
| title_full_unstemmed | Education for decolonization |
| title_short | Education for decolonization |
| title_sort | education for decolonization |
| topic | decolonization thought history education worldview descolonización pensamiento historia educación cosmovisión |
| topic_facet | decolonization thought history education worldview descolonización pensamiento historia educación cosmovisión |
| url | https://revistas.uptc.edu.co/index.php/ingenieria_sogamoso/article/view/13394 |
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